Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools

A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has imp...

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Bibliographic Details
Published in:Developmental neuropsychology 2019-01, Vol.44 (1), p.17-42
Main Authors: Tyler, Patrick M., White, Stuart F., Thompson, Ronald W., Blair, R. J. R.
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Attention Deficit and Disruptive Behavior Disorders - diagnosis
Attention Deficit and Disruptive Behavior Disorders - pathology
Behavior disorders
Child
Child, Preschool
Children
Cognition
Cognitive ability
Cognitive Neuroscience - methods
Decision making
Female
Humans
Male
Mental disorders
Nervous system
Neurosciences
Problem Behavior - psychology
Schools
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Summary:A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.
ISSN:8756-5641
1532-6942
1532-6942
DOI:10.1080/87565641.2017.1334782